Lesson Objectives: SWBAT identify and classify vocal range. SWBAT define and describe tone color of their voice and others. SWBAT describe the relationship between style and vocal tone color. SWBAT recognize and compare/contrast different media in music. SWBAT describe the relationship between a work of art and its medium.
Essential Skills to be Mastered: Students will be able to identify and describe tone color of voices. Students will be able to describe relationships that occur between styles of music and vocal tone color. Students will be able to compare and contrast different types of media in music and visual arts. Students will be able to recognize the effect that mood has on the tone color of the voice.
IPI Level: Teacher-led instruction, Student Active Engaged Learning
Teaching Strategy Utilized: Day1: Round the room activity: Students will say the same phrase and we will determine who has the low, medium, or high sound. Read the text on pg. 42 and discuss tone color and range. Listen to the song "Little Wheel A Turnin" and listen for soprano, alto, tenor, and baritone voices. Day 2: Brainstorm verbal descriptors of various voice qualities such as bright, nasal, and raspy. Read the text on the top of pg. 43 and discuss mood. How are mood and tone color related? Read the first phrase aloud and read it using different voices that display different moods. Discuss which type of vocal tone color is most appropriate. Discuss how and when a singer should breathe. Change the tempo of the song, perform, and discuss the effects. Day 3: Read and discuss the text on pg. 46. Introduce medium as it applies to visual art and music. Discuss the pictures of the different mediums and discuss. Play the recording of the "Minuet" and discuss mediums that are applied to music. Read pg. 47 and discuss the composer Maurice Ravel. Partner work: identify mediums used in ten other art examples in the book. Day 4: Read aloud and evaluate the text and painting on pg. 48. Discuss the mood and the artist's use of color and the term palette. In what ways do the colors change the way a picture is perceived? Read pg. 49 of the text and listen to two instrumental pieces and evaluate the tone colors used. Discuss the relationship between the artist's palette and the composer's palette. Day 5: Discuss a critique sheet used by a judge from a local music contest. Ask students to identify words and explain the definition of the music terms used on the sheet. Day 6: Listen to a piece by a vocalist or a vocal group and have students fill out the critique using constructive comments as if they were the adjudicator. Discuss the rating system and how they would evaluate the group overall.
Rigor or Level reached on Bloom's Taxonomy: Explain, Analyze, Apply
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